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Year 6 Teachers’ Workshop. Year 6 Teachers’ Workshop – Literacy and Mathematics. Shared Aims of the Workshop. Slide 0.1. To revisit key teaching and learning strategies. To raise the attainment of children, with a particular emphasis on those children working at Level 3.

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slide2
Year 6 Teachers’ Workshop –

Literacy and Mathematics

shared aims of the workshop
Shared Aims of the Workshop

Slide 0.1

  • To revisit key teaching and learning strategies.
  • To raise the attainment of children, with a particular emphasis on those children working at Level 3.
  • To consider areas of particular difficulty for children’s learning.
  • To identify best use of Year 6 support materials.
  • To review changes to the national tests.
  • To identify the implications for teaching and learning.
structure of workshop
Structure of Workshop

Slide 0.2

Focus Title

Day 1

Introduction NLS/NNS Introduction to the workshop

1 Literacy Planning for effective literacy teaching

2 Literacy Assessing writing: the new writing tasks

3 Mathematics Teaching and learning mathematics

4 Mathematics Assessment and teaching mathematics

structure of workshop1
Structure of Workshop

Slide 0.3

Focus Title

Day 2 Day in school Literacy and Mathematics tasks

Day 3

5 Mathematics Moving children on

6 Mathematics Planning support

7 Literacy Revisiting writing

8 Literacy Revisiting reading

effective teaching and learning
Effective teaching and learning

Slide 0.4

  • Clearly structured lessons
  • Teaching led by objectives taken from the Frameworks
  • Objectives and learning outcomes shared with the children
  • Range of explicit and interactive teaching strategies e.g.
    • demonstration
    • modelling
  • Different levels of teacher support
    • shared work
    • guided work
    • independent work
  • Balance of whole class, group and individual work
outline of the session
Outline of the session

Slide 1.1

1. Introduction to the Year 6 planning exemplification

2. Exploring a unit

3. Using the plans – a case study

4. Plenary and post-course task

15 minutes

25 minutes

25 minutes

10 minutes

aims of the session
Aims of the session

Slide 1.2

  • To become familiar with the Y6 planning exemplification and consider its use
test results 1997 2002
Test results 1997-2002

Slide 1.3

1997 1998 1999 2000 2001 2002

English 63 65 71 75 75 75

Reading 67 71 78 83 82 80

Writing 53 53 54 55 57 60

consider the following questions
Consider the following questions:

Slide 1.4

  • What different kinds of literacy plans do you produce?
  • Why do you produce plans?
year 6 term 1 medium term planning
Year 6, term 1Medium Term Planning

Slide 1.5

Unit Text level Sentence level Word level Weeks Text(s) Outcome(s)

Poetry 3, 4, 5, 10 1 (GfW 44) 1, 2, 3, 7 2 Work of • Poems two poets • Presentation

Narrative 7 1, 5 1, 2, 3, 4, 5 2 Class novel • Narrativewriting (SB p. 58) and extracts

Media/plays 1, 2, 6, 9 6 (GfW 47) 1, 2, 3, 9 2 Class novel • Narrative and video version • Scene

Journalistic 8, 12, 15, 16, 18 1 (GfW 44) 6, 8 2 Curriculum subject/ • Newspaper articles 4 (GfW 46) (SB p. 59) current events

Narrative 7 1, 4, 5 1, 2, 3, 6 3 Class novel • Two narrativeswriting and extracts

Biography/ 3, 4, 5, 11, 14 5 (GfW 47) 1, 2, 3, 10 2 Biography • Biographical/autobiography /curriculum autobiographical /autobiography writing

Reports 13, 17 2, 3 (GfW 45) 1, 2, 3, 4 2 Curriculum subject • Report

These units can be taught in any order and some word and sentence level objectives may need to be rearranged.

slide13

Y6 Exemplified Units

Slide 1.6

This unit is designed to be used in the late spring and early summer terms – the five weeks before the Key Stage 2 test in week beginning 12 May

slide14

Slide 1.7

We were really happy to use the planning exemplification, because it took the pressure off the planning and enabled us to focus on how we delivered the lessons.

The fact that the texts were already there was great – it saved us lots of time.It was well organised and the units linked together well so the learning made sense to the children. The lesson structure was pacy but there was enough time for the children to absorb the learning. The fact that there were links to other things we were already using, such as the skeletons, helped even more.

We linked using the exemplification with detailed analysis of children’s work, which enabled us to target with them what they needed to do. The children really got involved with this process and some made great progress. One child went from a high level 2 to level 5.

Jayne Gilbert, Conway Primary School, London

slide15

Slide 1.7a

As a qualified teacher returning to the classroom after a spell away from the profession, I found the Year 6 planning exemplification an invaluable teaching aid and a great boost to my confidence in delivering a quality learning experience for Year 6 children. I believe that the children gained greatly from the use of the soundly-structured and well- resourced teaching material. In particular, I liked Book 3. This gave clear and detailed guidance which was easy to follow and deliver. Altogether, the three exemplification booklets were an excellent and long-awaited resource which immensely supported my literacy teaching.

Rod Vigrass, supply teacher, Cheshire

slide16

Slide 1.7b

Unit 2, Narrative Writing, was very useful for reinforcing prior teaching of the text form. Children enjoyed the story, building up each new paragraph in a structured and guided way, in clear small units. The demonstration notes were detailed, though user-friendly, thus freeing the teacher from planning and enabling them to concentrate upon the delivery of the materials and guiding the children towards effective writing of suspense.

Liz Pitchford, Childer Thornton Primary School, Cheshire

slide17

Slide 1.8

In pairs, skim-read your unit plan and look at the accompanying resources.

Make brief notes on Handout 1.2.

After 10-15 minutes have a round-table discussion to share your thoughts.

Decide on one person to summarise the unit and give a couple of

points from your discussion.

After 5 further minutes, you will be asked to feed back to the larger group.

slide18

Slide 1.9

  • Read the unit plan for your case study as shown in the booklet.
  • Read the school background and examine how the teacher has annotated the unit plan. Think about the adaptations and why they have been made.
  • Look at the accompanying work samples.
  • In the light of the case study and work samples, discuss how you might use this unit of work with your class.
slide19

Slide 1.10 / HO 1.3

You should discuss this task with your headteacher and literacy coordinator.

In your follow-up time in school

Examine your literacy medium-term plans and unit plans in the light of the criteria given in Handout 1.1 and the Year 6 planning exemplification.

Decide whether your existing planning:

  • is satisfactory;
  • needs revising;
  • needs replacing with the planning exemplification or something similar.

Undertake the necessary actions to implement your decision.

Decide on a one- or two-week unit you will teach before the next joint session.

Teach it and collect a case study following the model of the one you have examined.

Bring this, and writing that arises from the unit, with you to the next workshop day.

outline of the session1
Outline of the session

Slide 2.1

5 minutes

10 minutes

45 minutes

5 minutes

10 minutes

1. Introduction to the test changes

2. Overview of the writing tasks

3. Reading children’s writing analytically

4. Implications for teaching and learning

5. Plenary

aims of the session1
Aims of the session

Slide 2.2

  • To become familiar with the changes to the writing tasks in the national tests.
  • To examine the assessment focuses for writing.
  • To understand how analysis of writing, using the assessment focuses, can inform teaching and learning.
slide23

Slide 2.3

  • The design and question formats will be more consistent across key stages.
  • The assessment focuses to be used for reading and writing are applicable at any key stage.
  • The reading test remains the same.
  • The changes are in the writing tasks/tests only.
  • At each key stage there are two writing tasks but at Key Stage 2, there is no choice of prompts.
the longer task getting it all together
The longer task – ‘getting it all together’

Slide 2.4

  • a complete piece
  • 45 minutes
  • planning sheet included (cannot use own planning sheet)
  • 28 marks available
the shorter task every word counts
The shorter task – ‘every word counts’

Slide 2.5

  • two or three paragraphs
  • structure provided
  • 20 minutes
  • 12 marks available
slide26

Slide 2.6 and HO 2.1

The aspects of writing to be assessed are pupils’ ability to:

  • write imaginative, interesting and thoughtful texts;
  • produce texts which are appropriate to task, reader and purpose;
  • organise and present whole texts effectively, sequencing and structuring information, ideas and events;
  • construct paragraphs and use cohesion within and between paragraphs;
  • vary sentences for clarity, purpose and effect;
  • write with technical accuracy of syntax and punctuation in phrases, clauses and sentences;
  • select appropriate and effective vocabulary;
  • use correct spelling.
handwriting
Handwriting

Slide 2.7

  • criteria focus on legibility, consistency and fluency (not ‘copperplate’)
  • 3 marks available
  • at Key Stage 2, assessed in the longer task
spelling
Spelling

Slide 2.8

  • 20 word separate test
  • 7 marks available
  • main change is at Key Stage 1, where now marks are awarded for correct whole words, not initial letters
sentence structure and punctuation
Sentence structure and punctuation

Slide 2.9

Assessment focuses

  • Vary sentences for clarity, purpose and effect.
  • Write with technical accuracy of syntax and punctuation in phrases, clauses and sentences.

In the mark schemes

  • At Key Stage 2, these are assessed in the same strand for both tasks.
identify
Identify:

Slide 2.10

  • different kinds of sentence structures;
  • use of connectives;
  • words and phrases expanding nouns and verbs;
  • sentence demarcation;
  • punctuation of phrases and clauses;
  • choice of verb tense.
text structure and organisation
Text structure and organisation

Slide 2.11

Assessment focuses

  • Organise and present whole texts, effectively sequencing and structuring information, ideas and events.
  • Construct paragraphs and use cohesion within and between paragraphs.

In the mark schemes

  • At Key Stage 2 these are assessed in the same strand.
identify1
Identify:

Slide 2.12

  • how the paragraphs relate to each other and the effects of the breaks between them;
  • the organisation of the content in each paragraph;
  • the function of the dialogue within paragraphs.
composition and effect
Composition and effect

Slide 2.13

  • Write imaginative, interesting and thoughtful texts.
  • Produce texts which are appropriate to task, reader and purpose.

Assessment focuses

key ideas
Key ideas

Slide 2.14

Adaptationhow the writing is tailored to reader and purpose

Viewpointis there a consistent sense of what the writer wants to say?

Styledifferent techniques used to create specific effects

slide35

Slide 2.15

  • Identify the features of progression in each key idea
  • In each band:

– the first bullet in each band relates to adaptation;

- the second bullet relates to the viewpoint;

- the third bullet relates to style.

  • Consider the implications for teaching these types of writing.
slide36

QCA writing mark scheme Slide 2.16

Sentence structure Text structure and Composition and Total and punctuation organisation effect marks

Shorter task 4 8 12

Longer task 8 8 12 28

Handwriting within longer task 3

Spelling 20-word spelling test. Results scaled to maximum score of 7 7

50

recurring messages from qca standards reports 1998 2002
Recurring messages from QCA Standards reports, 1998-2002

Slide 2.17

In order to progress towards level 4, pupils achieving level 3 need to:

Writing

The following items were mentioned in at least three of the last four

annual reports.

  • Punctuation: recognise sentence boundaries and use full stops and capital letters to mark them.
  • Spelling: know and use spelling rules especially consonant doubling, medial vowels, and long vowel phonemes.
  • Word choice: use a variety of connectives to link sentences and clauses, use varied adjectives and adverbs to add clarity and precision, vary noun choice and use of pronouns for interest.
recurring messages from qca standards reports 1998 2002 cont
Recurring messages from QCA Standards reports, 1998-2002...cont.

Slide 2.17

The following have been consistently mentioned but the emphasis within the comments has shifted.

Other comments over the four yearshave referred to punctuating direct speech, possessive apostrophes and the structure of texts including endings.

  • Commas: the emphasis has moved from commas in lists (1999) to the use of commas in complex sentences.
  • Paragraphs: the emphasis has moved from simply organising writing into paragraphs to extending and developing ides within paragraphs.
  • Sentence variety: from simply using sentence variety to using both subordination and coordination and, latterly, to using subordination more effectively to link ideas and events.
outline of the session2
Outline of the session

Slide 7.1

10 mins

5 mins

20 mins

10 mins

20 mins

10 mins

  • Introduction and follow-up to school-based task
  • Teaching sequence for writing
  • Shared writing and interactive teaching strategies
  • Grammar for writing and sentence level work
  • Spelling
  • Plenary
aims of the session2
Aims of the session

Slide 7.2

  • To review and secure the use of demonstration writing, scribed writing and supported composition in shared writing.
  • To explore key strategies that promote interactive teaching of writing.
  • To review the place of sentence level work for writing.
  • To recognise the importance of regular spelling work.
  • To review the range of resources to support the teaching of writing.
slide42

QCA writing mark scheme Slide 7.3

Sentence structure Text structure and Composition and Total and punctuation organisation effect marks

Shorter task 4 8 12

Longer task 8 8 12 28

Handwriting Within longer task 3

Spelling 20-word spelling test; results scaled to maximum score of 7 7

50

slide43

Slide 7.4 / HO 7.1

Teaching sequence for writing

  • Shared reading
  • Sentence and word level work
  • Shared writing
    • demonstration/modelling
    • scribing
    • supported composition
  • Independent writing and guided writing
  • Review
strategies to promote interactive teaching of writing

Slide 7.5 / HO 7.2

Strategies to promote interactive teaching of writing
  • ‘Show-me’ activities
  • Drama techniques
  • Discussion in pairs or other groups to
    • explore and elaborate on ideas
    • generate ideas, words, phrases, sentences
    • explain and justify
    • speculate and hypothesise
    • compare responses
  • Alternatives to questions
  • Games and investigations
slide45

Slide 7.6

  • Text cohesion
  • Sentence construction and punctuation
  • Word choice and modification

Grammar for writing: three key features

slide46

Slide 7.7

Discuss this task with your literacy coordinator.

Give your class a spelling cloze/dictation. Alternatively, undertake a scrutiny of the writing samples you have from the unit you taught and have brought with you today. Use these to assess which areas of spelling need attention by

  • the whole class;
  • a group;
  • individuals.

Plan spelling activities that address the issues you have identified. Include activities from Spelling bank in this programme.

outline of the session3
Outline of the session

Slide 8.1

1. Introduction

2. Reading for meaning and personal response

Part 1:Developing comprehension, inference and

deduction.

3. Reading for meaning and personal response

Part 2. Narrative reading unit / poetry unit

4. Post-course task

15 minutes

35 minutes

15 minutes5 minutes

aims of the session3
Aims of the session

Slide 8.2

  • To consider the reading repertoire.
  • To examine how deeper understanding of texts can be taught.
  • To assess the reading opportunities within a unit of work and the strategies used to support children’s understanding.
test results 1997 20021
Test Results 1997 - 2002

Slide 8.3

1997 1998 1999 2000 2001 2002

English 63 65 71 75 75 75

Reading 67 71 78 83 82 80

Writing 53 53 54 55 57 60

the reading repertoire
The reading repertoire

Slide 8.4

All children are entitled to

  • shared reading
  • guided reading
  • regular independent reading
    • individual
    • group and paired
  • home/ school reading
  • hearing books read aloud on a regular basis
  • selecting their own choice of texts
reading
Reading

Slide 8.5

The following items were mentioned in at least three of the last four annual reports:

  • Comprehension: recognise main ideas, make connections within a text, track ideas through the text.
  • Cohesion in a text: recognise the same idea when expressed differently e.g. moose, large animal, it.
  • Inference
  • Evidence: refer to the text to support their ideas.
  • Language choices: recognise effect and reasons for use e.g. imagery, etc.
reading1
Reading

Slide 8.5 (continued)

  • Recognising the purpose of a text and the link between this and the text structure/layout/presentation.
  • Vocabulary (words and phrases): understanding meaning within the context of the text.
  • Understanding and using technical expressions in answers e.g. summary, phrase.

Other comments over the four years have referred to:

slide54

Slide 8.6 / HO 8.2

Strategies to improve reading comprehension

  • teach decoding, with an emphasis on morphology;
  • explicit work on sight vocabulary;
  • teach the use of context cues and monitoring meaning;
  • teach vocabulary;
  • encourage extensive reading;
  • encourage students to ask their own ‘Why?’ questions of a text;
slide55

Slide 8.6 / HO 8.2 (continued)

  • teach self-regulated comprehension strategies, e.g.
    • prior knowledge activation
    • question generation
    • construction of mental images during reading
    • summarising
    • analysing into story grammar and non-fiction text type components;
  • encourage reciprocal teaching (teacher modelling of strategies + scaffolding for student independence);
  • encourage transactional strategies (an approach based on readers exploring texts with their peers and their teacher).
structure of a guided reading session

Slide 8.7 / HO8.3

Structure of a guided reading session
  • Book introduction or recap
  • Strategy check
  • Independent reading
  • Returning to the text
  • Response
  • Next steps
slide57

Slide 8.8

Using the guided reading structure on Handout 8.3, plan and teach a guided reading session/series of sessions.

Give particular attention to using some of the comprehension building strategies you have been introduced to today.